1,003 research outputs found

    Comparing Voluntary and Mandatory Gameplay

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    Algorithms and the Foundations of Software technolog

    Voluntary Play in Serious Games

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    SANDBOX CONTRACTING: AN EVALUATION OF GAMIFIED VS. TRADITIONAL CONTRACTING TRAINING METHODS AT THE USAF ENLISTED CONTRACTING TECHNICAL SCHOOL

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    This thesis involved an evaluation of gamified versus current (traditional) training methods employed by the instructors and faculty at the Air Force’s 344th Training Squadron (344 TRS) at Lackland Air Force Base, Texas, and by the professors at the Naval Postgraduate School (NPS) in Monterey, California. For our project, we designed and developed a first-person shooter (FPS) video game, titled Sandbox Contracting, that teaches the player basic contracting skills. Over the course of six weeks, we utilized this FPS video game to conduct an experiment in which a control group received the current (traditional) training methods employed by 344 TRS and NPS and a treatment group received the gamified version of the training. We assessed each student’s learning as well as their reaction to the assigned learning modality (traditional versus gaming) using post-training evaluation surveys. Traditional training methods outperformed gamified methods in most cases, but not all. We found that game design and mechanics impacted the student’s reactions and ultimately, the success of using gamified methods for learning. Additionally, the results demonstrated a genuine interest in using games for learning among the Air Force contracting students, given the right game design and mechanics. Lastly, we offer suggestions for areas in which further research should be conducted in the gamified versus traditional training arena.Outstanding ThesisCaptain, United States Air ForceCaptain, United States Air ForceCaptain, United States Air ForceApproved for public release. Distribution is unlimited

    正規外国語教育における教育媒体としてのシングルプレイヤーRPG

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    京都大学新制・課程博士博士(人間・環境学)甲第24301号人博第1057号新制||人||248(附属図書館)2022||人博||1057(吉田南総合図書館)京都大学大学院人間・環境学研究科共生人間学専攻(主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry学位規則第4条第1項該当Doctor of Human and Environmental StudiesKyoto UniversityDFA

    The Impact of the COVID-19 Pandemic on Esports Viewership Trends

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    Abstract Multi-player gameplay competitions, live streaming of gameplay, and viewing gameplay are significant segments of esports’ rapidly growing consumer online gaming community. In 2021, the esports industry was forecast to generate over $1 billion USD worldwide in revenue (Esports Earnings, 2019). Twitch.tv, the largest esports online platform, integrates multiple user-to-player, user-to-user, and user-to-community communication tools, thus creating social interaction opportunities. This study explored online or digital esports viewership activity and the importance of community interaction opportunities on the Twitch.tv digital platform. For the purpose of this study, a broad definition of esports viewership and community participation is used because esports roles may easily change during a single user’s session on esports platforms. A competitor in a tournament may easily and quickly become a streamer of content. An esports streamer may become the viewer of a tournament, or a viewer may become a streamer. The Twitch.tv platform usage data for analysis is limited and does not distinguish between the user’s role or geographic location. This is a known limitation of this research. There are few rigorous statistical examinations of English-language Twitch.tv esports platform data in the current literature beyond the presentation of histograms in trade media, especially on how esports platform viewership changed during the COVID-19 pandemic. This study seeks to inform reviewers on changes in esports viewership and participation before-, during-, and after- the unprecedented COVID-19 pandemic stay-at-home orders, public health advisory and social restrictions in 2020 using academic methods. It draws on social identity theory and habit theory to explain the motivation for changes in consumer esports viewership trends. This mixed-methods study analyzes esports viewership on the largest platform, Twitch.tv, based on peak viewership accessed in the English language. According to Streamlabs’ Q1 2021 Report, Twitch.tv leads the global market with live stream viewers in 4Q 2020 and 1Q 2021, of 6.34 billion hours, representing 72.3% of the market share of esports hours viewed. This study defines pre-COVID as October 2019-February 2020, during- as March-July 2020, and post- as August to December 2020, see Figures 7 and 8 for additional details (CDC, 2021). This study includes a quantitative analysis of peak Twitch.tv platform viewership data and qualitative interviews with active esports viewers during the same period. Whether you are a game designer, platform creator, marketing, or media executive, this study documents the continued growth of Twitch.tv as an important go-to platform and medium for entertainment and social interactions, as demonstrated by its popularity among people isolated during the COVID-19 pandemic in 2020. This engaged scholarship study documents, both quantitatively and qualitatively, the change in esports content viewership resulting from the COVID-19 pandemic. This may signal a significant change in consumer media consumption behavior and media expectations where consumers seek integrated entertainment and community interactions

    Let\u27s Go on a Gym Raid Tonight! : Video Game Affinity Spaces in English Language Instruction

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    The present article describes a study that analyzed practical applications of informal online spaces in formal instruction. It was conducted in an intermediate ESL course at an American University. The concept of affinity spaces was used to guide the research. Students in the course were instructed to play the video game, Pokémon Go as an inspiration for their writing. This qualitative study examined the types of affinity space participation, the participant attitudes toward those spaces and to using video games in formal instruction. The data sources consisted of weekly gaming journals and interview transcripts. The findings showed that the participants used the affinity space to socialize with classmates and other players and to enhance their gameplay. They perceived affinity spaces and the use of the video game positively. The implications of this study include practical applications of video game affinity spaces for English language instruction and suggest further research areas. This study is worthwhile as it offers a rare look at an application of informal online practices to enhance formal language instruction

    Exploring asymmetric roles in mixed-ability gaming

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    Tese de mestrado, Informática, Universidade de Lisboa, Faculdade de Ciências, 2020Noticeably, the majority of mainstreamgames — digitalgames and tabletopgames — are still designed for players with a standard set of abilities. As such, people with someformof disability, oftenface insurmountable challengestoplay mainstreamgames or are limited to playgames specifcally designed for them. By conducting an initial study, we share multiplayer gaming experiences of people with visual impairments collected from interviews with 10 adults and 10 minors, and 140 responses to an online survey. We include the perspectives of 17 sighted people who play with someone who has a visual impairment, collected in a second online survey. We found that people with visual impairments are playingdiversegames,butface limitationsin playing with others who have different visual abilities. What stood out is the lack of intersection ingaming opportunities, and consequently, in habits and interests of people with different visual abilities. In this study, we highlight barriers associated with these experiences beyond inaccessibility issues and discuss implications and opportunities for the design of mixed-abilitygaming.Asexpected,we foundaworrying absenceofgames that caterto different abilities. In this context, we explored ability-based asymmetric roles as a design approach to create engaging and challenging mixed-ability play. We designed and developed two collaborative testbedgamesexploring asymmetric interdependent roles. In a remote study with 13 mixed-visual-ability pairs we assessed how roles affected perceptions of engagement, competence, and autonomy, using a mixed-methods approach. The games provided an engaging and challenging experience, in which differences in visual ability were not limiting. Our results underline how experiences unequal by design can give rise to an equitable joint experience
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